First published in 1998. In a 1996 review article in College English, Elizabeth Rankin contrasted the method and epistemology of two recent books on writing pedagogy, describing one as "grounded in the experience of student writers and teachers" and the other as "academic." Rankin's labels highlight one of the leading sources of tension in composition research-the tension between practice and theory-a tension that echoes in writing center research and publications. This collection of chapters seeks to build on the inherent collaborativeness of writing centers, capturing the voices of the student writers and tutors who are at the core of writing center work.

Lifelong learning is a phrase often used and discussed by those working in colleges, higher education institutions and local authorities yet it seems few people really agree on what it means and the cope it covers.

This comprehensive book looks into the broad issue of lifelong learning, identifying the different ways it can be interpreted and considering the reasons why lifelong learning appears to be shunned by some. The book looks at different ways lifelong learning can be introduced into society, recognising that it does not just have to be formal training in educational institutions for skill enhancement but can also be a valuable contribution towards social regeneration in a diverse society.

Within the wider context of theories behind lifelong learning the author pays particular attention to:

· Evolving practice
· Finding the missing learners
· Encouraging wider participation
Making Sense of Lifelong Learning will be a valuable resource for anyone involved in developing adult education in universities, colleges, community centres and local authorities. It should also prove useful for staff and students on postgraduate courses which focus on issues of lifelong learning.

Originally published as a special issue of the Middle School Journal, this book presents integrative curriculum as a foundational element of the middle school. By addressing the current gap in literature on curriculum integration in the middle grades, this text explores how learning can be organized around authentic concepts or questions which cut across disciplines and speak to young adolescents. Providing a current, nuanced, and comprehensive review of what it means to embrace and implement an interdisciplinary and integrative curriculum, the volume considers how educators can create and deliver a high-quality integrative curriculum which is enjoyable, challenging, and inclusive. Examples of implementation in teacher preparation programs and middle grade classrooms showcase integrative approaches and illustrate how curricula have been key in tackling social inequities, increasing engagement with STEM, and supporting collaboration. This text will be of great interest to graduate and postgraduate students, researchers, academics and libraries in the field of Middle School Education, Curriculum Studies, Teacher Education, Theories of Learning, and STEM Education.

In recent years, the powerful social, cultural and economic changes wrought by digital technology have led many to forecast the end of the university as we know it. This book, for the first time, employs extensive research and case studies to explain why these predictions, even if perhaps somewhat premature, are on solid ground.
The Digital Revolution and the Coming of the Postmodern University shows how the Internet, high-speed electronic communications, and personal computers necessitate a radical rethinking of what is meant by 'higher education'. The book calls into question both the traditionalist's scepticism about the benefits of new technology and the corporate e-learning advocate's failure to grasp that education is more than what happens on a computer screen. The author provides concrete data and models for more democratic, restructured systems of instruction that not only take advantage of advanced learning technologies, but promote the globalisation of higher education.
This is an essential read for anyone concerned about the future of higher education.

In recent years, the powerful social, cultural and economic changes wrought by digital technology have led many to forecast the end of the university as we know it. This book, for the first time, employs extensive research and case studies to explain why these predictions, even if perhaps somewhat premature, are on solid ground.
The Digital Revolution and the Coming of the Postmodern University shows how the Internet, high-speed electronic communications, and personal computers necessitate a radical rethinking of what is meant by 'higher education'. The book calls into question both the traditionalist's scepticism about the benefits of new technology and the corporate e-learning advocate's failure to grasp that education is more than what happens on a computer screen. The author provides concrete data and models for more democratic, restructured systems of instruction that not only take advantage of advanced learning technologies, but promote the globalisation of higher education.
This is an essential read for anyone concerned about the future of higher education.

How can open and distance learning and information and communications technology (ICT) provide us with more - and better - teachers?
Open and distance learning is increasingly used in teacher education in developing and developed countries. It has the potential to strengthen and expand the teaching profession of the twenty-first century and to help achieve the target of education for all by 2015. Teacher Education Through Open and Distance Learning examines the case for using open and distance learning and ICT to train our educators. It describes and analyses the ways in which these methods and technologies are used for:
*initial teacher training and continuing professional development
*training principals and school managers
*training those who provide non-formal adult and community education
*communities of practice and sharing of knowledge and ideas within the teaching profession
It also discusses the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work. The contributors are outstanding practitioners in the field. The first review in over a decade, Teacher Education Through Open and Distance Learning draws on wide-ranging and international experience to summarise the strengths and weaknesses of new approaches to the education of teachers. It offers invaluable guidance to policymakers, planners, headteachers and teachers.

This book is aimed at those who are considering, or just starting to plan open and distance learning (ODL) courses. It offers practical advice on how to find your students, expand your audience and become cost-effective without compromising quality. The main areas covered are:
*basic principles and different approaches to ODL
*different types of self-study materials, media, and student support from your institution
*building quality assurance into the development process
With a wide range of practical, tried-and-tested examples and case studies, the book provides a complete guide to setting up ODL courses.

This book is aimed at those who are considering, or just starting to plan open and distance learning (ODL) courses. It offers practical advice on how to find your students, expand your audience and become cost-effective without compromising quality. The main areas covered are:
*basic principles and different approaches to ODL
*different types of self-study materials, media, and student support from your institution
*building quality assurance into the development process
With a wide range of practical, tried-and-tested examples and case studies, the book provides a complete guide to setting up ODL courses.

This book investigates the intersection of gender and distance education from a feminist perspective and explores their contemporary innovative interfaces in Indian and international contexts. The key issues raised here include a re- investigation of the democratizing potential of distance education from a gendered perspective (especially in developing countries such as India), feminist pedagogical perspectives on the notion of transactional distance, the relationship between masculinity and gerontology from the perspective of non- traditional modes, and the interrelationships between gender and social media from a distance education perspective. As opposed to the conventional, physical classroom, the virtual classroom often occupies a de- privileged space in feminist pedagogical discussions, since it appears to align itself less easily with feminist praxes which encourage a free, intellectual exchange between teachers and students. By opening up various facets of the relationship between gender, distance education and feminist pedagogy, the book foregrounds the critical need to re- visit preconceived, unfavourable assumptions about this relationship and proposes mutually productive inter-linkages. It does so in the context of contemporary circumstances defined by the increasing use of virtual technology, the ongoing need for democratization of higher education and the constraints posed by consumerist trends. Lucid and topical, this Focus volume will be useful to scholars and researchers of higher education, open and distance education, feminist pedagogy, gender studies, feminism, masculinity, and women's studies as well as practitioners and policymakers working in the education sector.

The Internet is changing the way we live and education has always played an important part in shaping our lives. It is now time for education to capitalise on the Internet's capabilities to create a new learning environment for tomorrow's students.
The Online Educator provides much needed straightforward advice on how to create a web-based education system. From Administrative planning and selecting resources to individual course development, it offers clear, novice-friendly information on the entire process of online learning. Key features include:
*clear definitions of common terms and concepts
*a practical 'how-to' approach with useful checklists
*a discussion of the issues for students and teaching staff
*links to useful websites and other resources
Based firmly on current distance learning research, yet accessible and very readable, this book will be indispensible to anyone interested in developing online education.

Related link: http://www.routledgefalmer.com/textbooks< /a>

The Internet is changing the way we live and education has always played an important part in shaping our lives. It is now time for education to capitalise on the Internet's capabilities to create a new learning environment for tomorrow's students.
The Online Educator provides much needed straightforward advice on how to create a web-based education system. From Administrative planning and selecting resources to individual course development, it offers clear, novice-friendly information on the entire process of online learning. Key features include:
*clear definitions of common terms and concepts
*a practical 'how-to' approach with useful checklists
*a discussion of the issues for students and teaching staff
*links to useful websites and other resources
Based firmly on current distance learning research, yet accessible and very readable, this book will be indispensible to anyone interested in developing online education.

Related link: http://www.routledgefalmer.com/textbooks< /a>

This collection of first-hand accounts from experienced and accomplished learning technology practitioners highlights issues in using learning technologies for flexible, distance and open learning. Drawing on their own experience, the authors identify and explore the most practical and complex issues faced and reflect upon the lessons learned. The definition of learning technologies is broad, encompassing not only the tools (print, audio, video, online applications) but their creative and informed application and social effects. Experiences from eight different countries are presented while the themes addressed include policy development, teaching skills, learner guidance, evaluation and reflective practice.
Often, busy practitioners argue that they do not have time for reflection but that they do have time to swap stories with colleagues. Using Learning Technologies promotes such engagement through a broad range of first-hand accounts of facing the challenges entailed in using learning technologies. The stories recounted here speak directly to practitioners, researchers and administrators, provide a model for reflection and offer practical guidelines for comparison with the reader's own experience.

eBook available with sample pages: HB:0415216877

The essence of this second edition, under the revised title Teacher as Traveler: Enhancing the Intercultural Development of Teachers and Students, is to examine the development of intercultural competence through various dimensions of student travel, study abroad and intercultural encounters. Cushner, who has traveled with students and teachers to all seven continents for more than 40 years, uses his firsthand experiences as the foundation to introduce essential concepts related to cross-cultural communication and intercultural interaction and to point out strategies educators can employ to enhance intercultural learning. This second edition reflects the considerable research that has occurred in recent years that has helped us better understand the impact and design of international travel experiences that have the potential to enhance intercultural development. In addition to updated research, the chapters examine new study abroad initiatives while looking closely at the critical role that guided teacher-led experience plays in facilitating intercultural growth and development.

Education as a concept has long been taken for granted. Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts. Contributors draw upon their experience as educators and researchers in comparative education and sociology to elucidate, compare, and critique NFE in Asia, Europe, Latin America, and the USA. By mapping out NFE's forms, functions, and dynamics, this volume gives us the opportunity to reflect on the myriad iterations of education to challenge preconceived limitations in the field of education research. Only by expanding the focus beyond that of traditional schooling arrangements can we work towards a more sustainable future and improved lifelong learning. This book will appeal to researchers interested in non-formal education and comparative education.

Public and private providers of education and training are facing a shift to a more demand-driven market and expectations of greater accessibility, flexibility, quality, relevance and efficiency. Education and training are also being transformed by new information and communications technologies and becoming more global, competitive and commercialized. Such a destabilized and uncharted environment calls for transformational leadership, both at the organizational and the operational level, to energize and empower others to share the vision of what can be accomplished, to change work cultures and to create systems that are responsive andsustainable. In this thought-provoking and ground-breaking book, Colin Latchem and Donald Hanna critically examine: * global developments and trends in education and training* the changes, challenges and choices confronting educators and trainers* the development of an entrepreneurial culture* the processes of organizational change* leadership in traditional and open & flexible learningThe book also features interviews with eighteen distinguished educational leaders and innovators from across the globe. These provide unique and fascinating insights into the experiences, principles, ideas, feelings and approaches that CEOs and senior managers can bring to leading their organizations and open learning enterprises. The book concludes by summarizing the key leadership concepts and change strategies that are needed by those who lead or manage open and flexible learning or who aspire to change educational and training organizations and practice in the 21st century.List of contributorsProfessor Dominique Abrioux, President, Athabasca UniversityRobert C Albrecht,Former Vice-President for Academic Affairs and Chancellor Emeritus, Western Governors UniversityProfessor Denise Bradley, Vice-Chancellor, University of South AustraliaProfessor Rajesh Chandra, Deputy-Vice Chancellor, University of the South PacificProfessor Betty Collis, Faculty of Educational Science and Technology and Centre for Telematics and Information Technologies, University of Twente, the NetherlandsSir John Daniel, Vice-Chancellor, Open University, UKProfessor Dato' Gajaraj Dhanarajan, President and CEO of the Commonwealth of LearningProfessor Donald E Hanna, Professor of Educational Communications, University of Wisconsin-ExtensionGlenn R Jones, Founder and CEO, Jones International Universityb": The University of the Web and JonesKnowledge.comProfessor Abdul Khan, Vice-Chancellor of Indira Gandhi National Open University (IGNOU), Chairperson, Distance Education Council (DEe and Director of Development and Training with the Commonwealth of LearningRoger Lewis, Regional Consultant with the UK Higher Education Funding CouncilProfessor Marmar Mukhopadhyay, National Institute of Educational Planning and Administration, IndiaDr Muriel Oaks, Associate Vice-President for Extended University Services, Washington State UniversityJanet Poley, President, American Distance Education ConsortiumSister Joel Read, President, Alverno CollegeBernadette Robinson, Special Professor of Comparative Education, School of Continuing Education, University of NottinghamBarbara Spronk, Executive Director, International Extension CollegeDr Brian Talbott, National Executive Director, Association of Educational Service Agencies

This book examines the state of the Open and Distance Learning (ODL)-based secondary education in India. ODL-based education has been a key resource for children in India who can neither cope with nor avail of regular schooling opportunities due to economic, health and disability, or other constraints. The volume uses large-scale empirical data collected from various Indian states and a sensitive theoretical framework to study the equity, efficiency, and effectiveness of the National Institute of Open Schooling (NIOS) and the State Open School (SOS). Highlighting the roadblocks and barriers in terms of its reach, inclusion, and delivery, particularly to the marginalised, this book explores whether ODL has a potential of being a sustainable and effective option at the secondary and senior secondary level in India. Thus, it seeks to generate policy discourse around delivery mechanisms and effectiveness of ODL in developing countries. First of its kind, this comprehensive volume will be useful for scholars and researchers of education, education policy, public policy, and political studies.

The work presented in this book is based on empirical study undertaken as a case study to understand the challenges faced in massively open online course (MOOC) based learning and experimentation to understand the challenges for presenting theoretical and practical courses. The book proposes a flexible online platform. This solution provides flexibility in distance learning processes including course enrollment, learning, evaluation, and outcome of degrees. The proposed system not only gives students freedom to choose their courses in accordance with their needs but also use earned credit towards online degrees of any university of their choice.

Online Education is a comprehensive exploration of blended and fully online teaching platforms, addressing history, theory, research, planning, and practice. As colleges, universities, and schools around the world adopt large-scale technologies and traditional class models shift into seamless, digitally interactive environments, critical insights are needed into the implications for administration and pedagogy. Written by a major contributor to the field, this book contextualizes online education in the past and present before analyzing its fundamental changes to instruction, program integration, social interaction, content construction, networked media, policy, and more. A provocative concluding chapter speculates on the future of education as the sector becomes increasingly dependent on learning technologies.

Table of Contents

About the Author. Preface. Acknowledgements 1. Introduction to Foundations, Planning, and Pedagogy I. Foundations 2. The History and Evolution of Online Education 3. Theoretical Frameworks for Online Education: Seeking an Integrated Model 4. Research on Online Education II. Planning and Pedagogy 5. Planning for Online Education: A Systems Model 6. Designing Instruction for Online Environments 7. Academic, Administrative and Student Support Structures 8. Navigating the Current Landscape – Blending It All Together! 9. The 2020s, 2030s, and Beyond!. Appendices

Open and distance learning has been used in many ways in the recent past to provide both primary education and adult education. The Commonwealth of Learning works with governments, schools and universities with the aim of strengthening the capacities of Commonwealth member countries in developing human resources required for their economic and social development. Many existing policy documents link distance education with new information and communication technologies, portraying them as a promising universal access and exponential growth of learning.
This book reviews world experience in order to answer key questions about open and distance learning in basic education. It is the first major overview of this topic for twenty years.

eBook available with sample pages: 0203187628

Open and distance learning has been used in many ways in the recent past to provide both primary education and adult education. The Commonwealth of Learning works with governments, schools and universities with the aim of strengthening the capacities of Commonwealth member countries in developing human resources required for their economic and social development. Many existing policy documents link distance education with new information and communication technologies, portraying them as a promising universal access and exponential growth of learning.
This book answers the key questions to these issues and assesses the impact and effect of the experience of basic education at a distance all over the world and in a wide variety of forms. This is the first major overview of this topic for twenty years.

The book departs from the approach of related titles by focusing on describing and reflecting upon the notion of seamless learning with regard to salient characteristics of learner mobility and bridging of learning experiences across learning spaces. It is the first such work that is solely dedicated to research on and the practice of seamless learning, uniquely combining interpretations, visions, and past research on and practices in seamless learning from diversified perspectives. The book also strikes a good balance between theoretical and practical perspectivess, going beyond a collection of reports on specific research projects. Instead of thick descriptions of research processes and findings, readers will find significant insights and food for thought intended to inspire further advances in the research on and practice of seamless learning.